This article seeks to shine some light on the teaching demonstration from the perspective of observers using three guiding attributes of effective teaching: connection, commitment, and coachability. Discussing what observers are looking for and how observers interpret what is seen, the article presents the basic forms, common myths, and practical wisdom for teaching demonstrations. By reframing the goals of the teaching demonstration, the article demystifies a key part of the campus interview for the academic (...) job market. (shrink)

In this article, I outline a teaching demonstration that lasts approximately twenty-two minutes, which a candidate can employ when interviewing for a position in ethics. Since job openings in ethics, and especially applied ethics, are becoming increasingly common, I think that this outline will be helpful to many candidates deliberating about the topic and structure of their future teaching demonstrations. This demonstration is also especially well-suited to a search at a teaching institution, whether a community (...) college, state college, or state university, where faculty and administration place more emphasis on success in pedagogy than success in research and publication. In the conclusion, I offer some suggestions for ways to adapt this outline for a longer teaching demo. (shrink)

This collection, gathering over thirty articles from the Teaching Philosophy journal, describes novel ways to teach philosophical ideas. Ideas range from simple games for teaching abstract concepts to ambitious course designs featuring various media.

For those who teach students in psychology, education, and the social sciences, the _Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition_ provides practical applications and rich sources of ideas. Revised to include a wealth of new material, these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary (...) courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in _Teaching of Psychology_, the official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association. Volume I consists of 97 articles about strategies for teaching introductory psychology, statistics, research methods, and the history of psychology classes. Divided into four sections, the book suggests ways to stimulate interest, promote participation, grasp psychological terminology, and master necessary scientific skills. (shrink)

Violence sells, Americans have what sometimes seems to be an insatiable appetite for it. Depictions and descriptions of violence saturate our culture. songs urge us to rape women, kill police officers, and commit suicide. Movies portray-indeed they glorifyviolence as an intrinsic element of every imaginable plot line.Despite substantial evidence that an individual’s repeated exposure to portrayals of violence is associated with significantly increased likelihood that the individual will commit aggressive acts against others, no legal regime currently regulates such portrayals either (...) on television, in music, in movies, or in video games. Neither Congress, the Federal Communications Commission, the Federal Trade Commission, nor any state legislature has yet mustered the political will to impose substantial or systematic legal constraints upon producers or purveyors of violent images. Official censorship is rightly to be feared, but unreflective invocations of our commitment to freedom of speech provide incomplete justification for our legal regime’s apparent indifference to the possibility that media-induced violence may impose substantial costs on innocent victims. (shrink)

Violence sells, Americans have what sometimes seems to be an insatiable appetite for it. Depictions and descriptions of violence saturate our culture. songs urge us to rape women, kill police officers, and commit suicide. Movies portray-indeed they glorifyviolence as an intrinsic element of every imaginable plot line.Despite substantial evidence that an individual’s repeated exposure to portrayals of violence is associated with significantly increased likelihood that the individual will commit aggressive acts against others, no legal regime currently regulates such portrayals either (...) on television, in music, in movies, or in video games. Neither Congress, the Federal Communications Commission, the Federal Trade Commission, nor any state legislature has yet mustered the political will to impose substantial or systematic legal constraints upon producers or purveyors of violent images. Official censorship is rightly to be feared, but unreflective invocations of our commitment to freedom of speech provide incomplete justification for our legal regime’s apparent indifference to the possibility that media-induced violence may impose substantial costs on innocent victims. (shrink)

This paper looks at what David Kaplan's work on indexicals can teach us about logic and the philosophy of logic, and also what Kaplan's logic (i.e. the Logic of Demonstratives) can teach us about indexicals. The lessons are i) that logical consequence is not necessary truth-preservation, ii) that that the linguistic doctrine of necessary truth (also called conventionalism about modality) fails, and iii) that there is a kind of barrier to entailment between non-context-sensitive and context-sensitive claims.

In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for (...) class='Hi'>teaching to aim for. I explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-à-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning. (shrink)

The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (...) by developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral. The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge. (shrink)

Teaching Ethics in Schools provides a fresh approach to moral education. Far from prescribing a rigid set of mandated values, codes of conduct, behaviour management plans, or religious instruction, Philip Cam skilfully presents ethical thinking and reasoning as a dynamic and essential aspect of school life. The first section of the book provides a clear introduction to the theoretical premise of reflection and collaborative enquiry. It draws on the history of philosophy in succinct terms, and relates this to contemporary (...) school contexts, to support teachers in their conceptual understanding. In Part Two, an array of activities, exercises and discussion points are provided as stimuli for teachers to adapt and apply across diverse subject areas, throughout all stages of school. The focus lies in preparing students to think reflectively, to question and probe, and ultimately develop their own enhanced capacity for ethical reasoning and considerate behaviour and conduct. Teaching Ethics in Schools shows how an ethical framework forms a natural fit with recent educational trends. It demonstrates how an ethics-based model can influence habits of mind and underpin teaching practices to stimulate ethical enquiry, to encourage students to think for themselves and develop good moral judgment, and to promote social values and beneficial outcomes both within the classroom and beyond. (shrink)

The integration of artificial intelligence into bioethics education represents a new pedagogical approach that addresses complex moral issues in healthcare. The use of AI-driven platforms like ChatGPT in bioethics education can enhance critical thinking and decision-making skills among students by providing a diverse range of perspectives and solutions. To assess the ability of ChatGPT-4 to understand and resolve ethical dilemmas using validated clinical case vignettes, thereby determining its suitability as a teaching aid in bioethics. Ten clinical scenarios, each with (...) inherent ethical issues, were presented to ChatGPT-4. These scenarios were expert-validated to ensure relevance and complexity. ChatGPT's responses were evaluated by two blinded external raters to eliminate bias. The assessment criteria included identification of bioethical principles, recognition of stakeholders and their outcomes, and comprehension of ethical and legal frameworks. Additionally, the quality of responses was scored on a scale of 1–10. ChatGPT showed proficiency in identifying the pertinent bioethical principles and stakeholders involved in the ethical dilemmas presented. It achieved an overall score of 84.5%, with high marks for its analytical capabilities in complex scenarios. However, the study identified areas for improvement, particularly in proposing comprehensive solutions and alternative actions. ChatGPT demonstrates potential as an effective tool for bioethics education, capable of guiding learners through the resolution of ethical issues in clinical practice. However, to fully integrate ChatGPT into bioethics education, it requires enhancements in delivering detailed, actionable guidance in ethical decision-making. Future development should focus on refining ChatGPT’s ability to offer nuanced solutions aligned with patient values and clinician needs. (shrink)

This essay explores the benefits of utilizing non-scientific examples and analogies in teaching philosophy of science courses. These examples can help resolve two basic difficulties faced by most instructors, especially when teaching lower-level courses: first, they can prompt students to take an active interest in the class material, since the examples will involve aspects of the culture well-known, or at least more interesting, to the students; and second, these familiar, less-threatening examples will lessen the students' collective anxieties and (...) open them up to learning the material more easily. To demonstrate this strategy of constructing and employing non-scientific examples, a lengthy analogy between musical styles and Kuhn's theory of scientific revolutions is developed. (shrink)

Like many other philosophical disciplines, ethics is sometimes highly abstract. And many key notions of the discipline are vague, ambiguous or both. Abstractness, vagueness, and ambiguity invite confusion. My objective in this paper is to draw attention to a serious problem that, despite being widespread, has so far remained largely unrecognized: the confusion of different questions in teaching ethics. This confusion occurs, for example, when a philosopher’s viewpoint is presented as an answer to one question, but in fact, the (...) philosopher is addressing a different question with that viewpoint. In the first part of this paper, I will present and clarify several ethical questions that are often confused, and point out damaging consequences that the confusion of such questions entails. In the second part, I will demonstrate the confusion of ethical questions by drawing attention to cases of confused teaching of Schopenhauer’s ethics. Finally, for those interested, I outline how Schopenhauer’s ethics could be taught without confusion. (shrink)

Creative influence, be it in the form of subtle inspiration or unequivocal imitation, has impacted the development of artistic styles and schools of thought for millennia. Since the late twentieth century, appropriation artists have drawn attention to these customs by intentionally borrowing or copying from preexisting sources with little or no transformation, despite these practices running into direct conflict with United States copyright law. Indeed, recent decades have witnessed several noteworthy lawsuits involving prominent artists who have challenged the boundaries between (...) copyright infringement and fair use, raising questions regarding the ethical creation and consumption of art. The purpose of this paper is to demonstrate the ethical responsibility to teach students of the visual arts about the purpose, theory, and parameters of copyright law, including its inherent ambiguities and risks, in order to foster moral creative practices. Because of the complex nature of copyright law, the author advocates both traditional instruction on copyright principles and applications as well as the encouragement of personal self-regulation on the part of students with regard to their own professional work. (shrink)

Creative influence, be it in the form of subtle inspiration or unequivocal imitation, has impacted the development of artistic styles and schools of thought for millennia. Since the late twentieth century, appropriation artists have drawn attention to these customs by intentionally borrowing or copying from preexisting sources with little or no transformation, despite these practices running into direct conflict with United States copyright law. Indeed, recent decades have witnessed several noteworthy lawsuits involving prominent artists who have challenged the boundaries between (...) copyright infringement and fair use, raising questions regarding the ethical creation and consumption of art. The purpose of this paper is to demonstrate the ethical responsibility to teach students of the visual arts about the purpose, theory, and parameters of copyright law, including its inherent ambiguities and risks, in order to foster moral creative practices. Because of the complex nature of copyright law, the author advocates both traditional instruction on copyright principles and applications as well as the encouragement of personal self-regulation on the part of students with regard to their own professional work. (shrink)

In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering design course that focuses on the design process and technical writing. Engineering students early in their student careers generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students are exposed to “grey” or multiple possible solution technical problems. To identify (...) and solve these problems, the engineering design process is used. Ethical problems are also “grey” problems and present similar challenges to students. Students need a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues, relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader, global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue. (shrink)

Some students find philosophy engrossing; others are merely bewildered. How can professors meet the challenge of teaching introductory-level philosophy so that their students, regardless of initial incentive or skill, come to understand and even enjoy the subject? For nearly a decade, renowned philosopher and teacher Steven M. Cahn offered doctoral students a fourteen-week, credit-bearing course to prepare them to teach undergraduates. At schools where these instructors were appointed, department chairs reported a dramatic increase in student interest. In this book, (...) Cahn captures the essence of that course. Yet many of the topics he discusses concern all faculty, regardless of subject: a teacher's responsibilities, the keys to effective instruction, the proper approach to term papers, examinations, and grades; and suggestions for how administrators should demonstrate that they take teaching seriously. Such matters are covered in the first seven chapters and in the final, fourteenth chapter. The intermediate six chapters focus on teaching introductory philosophy and, in particular, on critical thinking, free will, philosophy of religion, ethics, and political philosophy. Cahn's writing is lucid and lively, using vivid examples and avoiding educational jargon. In sum, this book is not only a guide on how to inspire students but also an inspiration for teachers themselves. (shrink)

ABSTRACTVirtue ethics, a topic of growing interest in media ethics and philosophy more broadly, poses challenges for classroom instruction because it is rooted in long-term development of character. This article explores approaches for incorporating virtue into media ethics instruction and assessing associated student learning, based on an analysis of how students in a journalism ethics class demonstrated their understanding and application of virtues through activities tailored to virtue ethics. The analysis, in addition to suggesting the value of assignments such as (...) an exemplar paper for learning and assessment, highlights several challenges instructors should consider in both teaching and evaluating virtue instruction. (shrink)

Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and (...) learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice. (shrink)

Based on our experience in teaching ethics, we have developed, tested, and presented in this article a program of instruction that rests on four pillars: popular feature films, a six-stage ethical decision-making process, the principles necessary to address ethical situations, and the classroom instructor. Taken separately, there is nothing new or unique in these pillars. Taken together, however, and to our knowledge, these four pillars, including the requirement that each student is expected to prepare a written abstract of the (...) film prior to the classroom discussion of that film in which the student is expected to demonstrate a practical application of ethical principles to actual and concrete moral situations, constitute a new, unique, and tested way to teach ethics to undergraduate students of management and economics. (shrink)

In response to the changing global climate and the growing recognition of the professional associations in the teacher education community, universities around the country are beginning to recognize the need to add a global dimension to their education programs. One way to prepare teachers to address the challenges associated with teaching children in a global age is through carefully structured, international and intercultural field experiences where candidates are immersed in another culture. Intercultural Student Teaching demonstrates examples of such (...) successful programs. (shrink)

This paper reports research carried out in a New Zealand university to revisit the question of whether national culture influences the perceptions of business students about ethical dimensions in somewhat ambiguous cases. Although this study demonstrated mixed results, the identified patterns in the data provide useful insight into the perceptions of diverse cultural groups. There are two main findings. First, the study provides an example which demonstrates that althoughHofstede’s (1991) dimensions of individualism and collectivism illustrate important differences, using these dimensions (...) without consideration of the micro-context within geographical borders may result in variable outcomes. Second, the qualitative data revealed greater variability within cultures than would have been the case using purely quantitative data. Despite the similarity of the educational qualification these students receive, their perceptions of ethical and moral dilemmas in workplace scenarios do vary, primarily explained as an appeal to a deontological or teleological rationale, within as well as between cultural cohorts. Such insight into cultural differences is an integral component for those educators involved in curriculum development in the future. (shrink)

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The integration (...) of digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)

Inspiring teachers to teach with more spontaneity and creativity within a highly constrained educational environment, this text demonstrates through descriptive stories strategies for emergent teaching. The text is consistent with the theoretical understandings and research in the complexity sciences but takes a narrative approach, giving examples through stories, myths, and parables.

Although economists often model decision makers as rational actors, the heuristics and biases literature that springs from the work of Nobel Prize winner Daniel Kahneman and his late colleague Amos Tversky demonstrates that people make decisions that depart from the optimal model in systematic ways. These cognitive and behavioral limitations not only cause inefficient decision making, but also lead people to make decisions that are unethical. This article seeks to introduce a selected portion of the heuristics and biases and related (...) psychological literature, to highlight its implications for ethical decision making, and to serve as the basis for a lecture that could inform students regarding these matters. If business actors are on guard against errors in their own decision making processes, perhaps they can avoid some of the ethical pitfalls that recently put Enron and so many other companies in the news. (shrink)

Business ethics are the moral principles that apply to all aspects of the business environment at an individual and organizational level. This study addresses the basic perceptions regarding the teaching of business ethics and examines university lecturers’ intentions to teach an ethics course. For the present research, the authors conducted a cross study to evaluate whether three variations of the theory of planned behavior, namely, TPB, decomposed TPB (DTPB), and the revised theory of planned behavior (RTPB), could adequately predict (...) teaching of ethics course (TEC) behaviors. The participants were from southern, middle, and northern Taiwan. A structural equation model applied to a final sample of 200 usable questionnaires demonstrated that individual attitudes, subjective norms, perceived behavioral control, and teacher self-efficacy (TSE) influence intentions, but do not influence report behavior of those involved in teaching an ethics course. Among the three variations of TPB-based models, RTPB provided better explanation of variance in intentions to TEC. The present research highlights the importance of TSE, especially because TSE plays a key role in RTPB. The theoretical implications of this study relate to the application of TPB to TEC. (shrink)

The article analyzes the main world problems and prospects for the development of teaching philosophy to children, substantiates the relevance of introducing philosophical practices, its teaching methods into the education system. The author carries out a theoretical reconstruction of the main provisions, problems and prospects for develop- ing the “Philosophy for Children” (p4c) movement, which is of particular interest due to its greatest informativeness in covering the current state of teaching philosophy to children. Introduction. Modern studies of (...) teaching philoso- phy to children are of great importance because of their relevance in solving a whole range of modern educational problems. The search for new priority areas for teaching philosophy to children is aimed at finding the best ways to correct the modern edu- cation system by demonstrating and justifying the effectiveness of using p4c methods and ap- proaches. The purpose of the study is to explicate the main problems and prospects, as well as the relevance of teaching philosophy to children in the current conditions of the society development. Methods. The author uses both general scien- tific methods of analysis and synthesis, as well as methods of comparative analysis and theoretical reconstruction. Scientific novelty of the research. The article carries out a theoretical reconstruction and analysis of the main problems of teaching philosophy to children, substantiates the relevance of introducing the ideas and methods of p4c into the system of pre- and school education in order to compensate for the shortcomings of informational approaches to teaching and the formation of demanded skills and abilities in children. Results. The author substantiates the relevance of applying ideas and methods of p4c in pre-school and school education, and demonstrates the ad- vantages of its approaches in solving a number of educational and upbringing problems, the effective- ness of using philosophical tools in the develop- ment and education of children. Conclusions. Emphasizing the issue of teaching philosophy to children makes it possible to estab- lish a number of legitimate questions of pedagogi- cal, methodological, ethical, political, and other nature, the solution of which determines the choice of priority directions for developing and transform- ing the modern education system, the solution of urgent problems, without correcting of which most of the children may lose a significant cultural and intellectual experience. (shrink)

In this paper, I offer justifications and strategies for teaching taboo, unpopular, or rarely contested views in undergraduate ethics courses. Teaching taboo topics, while challenging, forcefully demonstrates the commitment that few topics in ethics have obvious answers, and that the study of ethics is more than just debating right and wrong. Drawing from my experience teaching on the topic of bestiality, I articulate the importance of motivating topics that may appear remote and irrelevant to students. Inspired by (...) Kathy Rudy’s queer theory approach to the question of bestiality, I propose that we broaden and reframe taboo issues when teaching undergraduates. Instead of introducing these issues with the typical “Is it right or wrong to do X,” I recommend that we examine the essential political, metaphysical, and epistemological presumptions that inform and shape our moral judgments. (shrink)

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, (...) multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed. (shrink)

SETTING: Previous health policies in South Africa neglected the teaching of ethics and human rights to health professionals. In April 1995, a pilot course was run at the University of Cape Town in which the ethical dimensions of human rights issues in South Africa were explored. OBJECTIVES: To compare knowledge and attitudes of participating students with a group of control students. DESIGN: Retrospective cohort study. SUBJECTS: Seventeen fourth-year medical students who participated in the course and 13 control students from (...) the same class, matched for gender. INTERVENTIONS: Students participated in a one-week module on ethics and human rights. Five months after the course had been run, students completed a semi-structured questionnaire exploring their knowledge and attitudes with regards to ethics and human rights issues. MAIN OUTCOME MEASURES: Knowledge scores, attitude scores and various individual indicators of attitude. RESULTS: Clear benefits for overall knowledge score, for four out of five individual knowledge questions and for one of the attitude questions, were demonstrated. Participating students also appeared to be more convinced of the need for teaching on the ethical dimensions of human rights at postgraduate level and that such teaching should also be integrated in the curriculum. The low response rate amongst controls may have selected students who were more socially conscious, thereby leading to an underestimate of the true impact of the course. CONCLUSION: The evaluation indicates clear benefits of the course for undergraduate students, and supports arguments for the inclusion of such courses in the training of health professionals. This is particularly important given the challenges posed by the Truth and Reconciliation Commission to the health professions to address past complicity in human rights abuses through reorientation of medical training in South Africa. (shrink)

The work "Taboos on the teaching vocation" was read by the German social philosopher and representative of critical theory Theodor Adorno as a report on May 21, 1965 at the Berlin Institute for Educational Research. In this report, Adorno considered the socio-psychological and socio-cultural reasons that in the context of Western European culture have historically led to the social emergence of many psychological taboos on the pedagogical work of the school teacher. The philosopher theoretically deduced the dialectical connection between (...) human hostility and disgust for the work of the teacher from the cultural tradition of German society, which historically developed as late bourgeois. A characteristic feature of the attitude of the overly materialistic socio-cultural system was aversion to the work of the teacher as a "hungry job", that is, to a poorly paid profession. Another factor of public disgust for the work of teachers, the philosopher called the socio-cultural tradition of society, which as a closed society willingly practiced physical violence as a means of social coercion. According to this tradition, through the use of violence, the teacher must subordinate students to his authority, subordinate to social and school ideology. The historical result of such dialectics was the socio-cultural distortion of the image of the teacher, the castration of his image in social psychology, his self-alienation from the professional vocation and the ideological elimination of the power of his spirit. As an ideological alternative, Adorno suggested that society, if it consciously seeks democratic change, first of all take into account such young teachers who demonstrate the impulse of their individual spirit in the performance of their profession. According to the philosopher, only the spiritual freedom of such a young educator, a man who is capable of self-understanding, conscious of himself and his vocation, who reflects and is socially active, can democratize schools, devalue society and destroy dehumanized social traditions. First of all – in order to overcome the barbaric tradition of violence. (shrink)

In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by David Bakhurst who (on one reading, at least) takes a strong view, opposed to our own. On our reading, Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. (...) We argue that this is not the case; the connection does not hold. We then consider several ways we might weaken the alleged conceptual connection between teaching and knowledge, finally considering two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred. (shrink)

This books offers new ways to think about teaching excellence in higher education. After surveying key debates on this topic, the author presents a definition of the concept of teaching excellence. He then offers a fresh interpretation of Boyer’s famous account of scholarship as the foundation of university teaching. To fully understand the nature of teaching excellence in higher education, the book then gives an account of the various dimensions of the domain of university teaching (...) and the core drivers required to bring those domains to life. The idea of empowerment underlies the journey to excellence in teaching. The book argues that university lecturers aspiring to become excellent should be active agents, strongly pursuing the development of their perfectible abilities required for high quality teaching. The author then draws on recent developments in virtue theory to set out the qualities of character requisite for guiding and driving university lecturers to grow and develop into excellent teachers. What this book does: • Makes the idea of scholarship, as offered by Boyer, foundational to the work of university faculty. • Outlines the core aspects of university teaching that demand attention in the quest for excellence in teaching. • Demonstrates the role of agency, empowerment, and skills development in the development of excellent teaching. • Presents ideas drawn from virtue epistemology as fundamental drivers to become excellent at university teaching. • Offers guidelines for the cultivation of excellent teaching performances that display elegant artistry. (shrink)

In Teaching for Wholeness, Clifford Mayes continues to expand the horizons of Jungian pedagogy, a movement that draws upon the thought of Carl Jung and Jungian scholars to address crucial educational issues and define new ones. Mayes leads readers through an analysis of Freudian and post-Freudian psychology in educational theory and practice, an examination of the epistemological foundations of Jungian thought, and a demonstration of how Jungian psychology can uniquely help teachers reflect deeply upon their roles as educators.

Barnes focuses and examines Plato’s ideals on life through “Allegory of the Cave”. The nature of selfhood, moral/ political issues, and enlightenment demonstrate in any classroom the alternatives to a dry session on philosophy to young children through an engaging discussion.

Clinical decision making is a challenging task that requires practical wisdom—the practised ability to help patients choose wisely among available diagnostic and treatment options. But practical wisdom is not a concept one typically hears mentioned in medical training and practice. Instead, emphasis is placed on clinical judgement. The author draws from Aristotle and Aquinas to describe the virtue of practical wisdom and compare it with clinical judgement. From this comparison, the author suggests that a more complete understanding of clinical judgement (...) requires its explicit integration with goals of care and ethical values. Although clinicians may be justified in assuming that goals of care and ethical values are implicit in routine decision making, it remains important for training purposes to encourage habits of clinical judgement that are consciously goal-directed and ethically informed. By connecting clinical judgement to patients' goals and values, clinical decisions are more likely to stay focused on the particular interests of individual patients. To cultivate wise clinical judgement among trainees, educational efforts should aim at the integration of clinical judgement, communication with patients about goals of care, and ethical reasoning. But ultimately, training in wise clinical judgement will take years of practice in the company of experienced clinicians who are able to demonstrate practical wisdom by example. By helping trainees develop clinical judgement that incorporates patients' goals of care and ethical reasoning, we may help lessen the risk that ‘clinical judgement’ will merely express ‘the clinician's judgement.’. (shrink)

In this paper we describe the objectives of teaching medical ethics to undergraduates and the teaching methods used. We describe a workshop used in the University of Liverpool Department of Psychiatry, designed to enhance ethical sensitivity in psychiatry. The workshop reviews significant historical and current errors in the ethical practice of psychiatry and doctors' defence mechanisms against accepting responsibility for deficiencies in ethical practice. The workshop explores the student doctors' own group ethos in response to ethical dilemmas, and (...) demonstrates how the individual contributes to and is responsible for the group ethos through participation and also through nonparticipation. The student feedback about the workshop is reviewed. The Toronto Ethical Sensitivity Instrument was used to assess whether or not the workshop altered sensitivity. Compared to a control group the attenders' sensitivity was significantly increased (on Student's t-test p equals or is less than 0.002). (shrink)

The paper reports on a Socratic exercise that introduces participants to the norm of rational entitlement, as distinct from political entitlement, and the attendant norm of rational responsibility. The exercise demonstrates that, because participants are not willing to exchange their own opinion at random for another differing opinion to which the owner is, by the participants’ own admission, entitled, they treat their entitlement to their own opinion differently, giving it a special status. This gives rise to rational obligations such as (...) the obligation to provide reasons, and a willingness to risk those opinions to the force of the better reason. (shrink)

Training in scientific integrity continues to be an important topic in universities and other research institutions. Its main goal is to prevent scientific misconduct and promote good scientific practice. However, there is still no consensus on how scientific integrity should be taught. Moreover, the perspective of those who receive such training is often underrepresented. Yet it is precisely their interests and needs that must be considered when developing educational programs. Against this backdrop, we conducted a mixed-methods study with the goal (...) of capturing students’ perspectives on the teaching of scientific integrity. Using our online Scientific Integrity course, we explore what specific aspects of digital teaching on scientific integrity are valued, and explore other topics of interest from students’ perspectives on scientific integrity. The article presents (1) students’ self-assessment before (Q1) and after (Q2) taking the online Scientific Integrity course at the RWTH Aachen University in Germany (2) students’ feedback on the course format, video, exam, organization, and support (Q2) (3) a list of other topics of interest in the area of scientific integrity (Q2). The research outcomes demonstrate an improvement in the study participants’ self-assessment after following the online course and there is a general satisfaction among the students in regard to the course digital format and its components although a desire to have more exchange and discussion was expressed. Further topics of interest in the area of scientific integrity that study participants would like to learn about have a practical appeal and among others include research pressure, examples of applications, preventive measures, theory of science, citation rules, funding of university research. Although the results relate to our course, they provide insight into students’ perspectives on online teaching of scientific integrity. Thus, they may be helpful to higher education institutions developing online courses on scientific integrity that are tailored to university students. (shrink)

In this paper, we argue for the value of two complementary pedagogical tools for teaching moral emotions: (1) taxonomies and (2) normative case studies. The paper proceeds in four parts. Section One discusses our motivations for teaching moral emotions. Section Two introduces envy as the central example we use to demonstrate the value of developing a scaffolded approach to teaching moral emotions that moves from taxonomy to normative case studies. Specifically, we engage with Sara Protasi’s The Philosophy (...) of Envy (2021). We start by focusing on how an instructor could use Protasi’s taxonomy of envy effectively in the classroom. Then, Section Three engages with Rebecca M. Taylor’s recent work on normative case studies. We build on one of Protasi’s cases to demonstrate how instructors can design normative case studies to speak directly to the experiences of their students and we suggest a sample assignment. Finally, Section Four concludes by reinforcing the complementary relationship between taxonomies and normative case studies for teaching moral emotions. (shrink)

This paper (1) summarizes the main points of the papers in the volume which demonstrate some of the ways that academic freedom is at odds with recent conservative attacks on the professoriate; (2) argues that some of the conservative attacks from students on faculty are at base a failure to acknowledge their equal personhood, but treat them as inferior beings and thus elicit harmful psychological reactions similar to those found in victims of racist slurs; and (3) examines possible solutions, including (...) distancing on the part of faculty, and distributing the burden of critical thinking among all faculty and college courses, thereby making academic freedom a reality for all. (shrink)